Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Implementing a negotiated curriculum entails sharing power with students by giving them the autonomy to make decisions of varying degrees about curriculum and pedagogical practices. It is a relational pedagogy that increases student agency and engagement, enhances inclusion and belonging, and models democratic dialogue. Teaching with students as partners rather than to students as objects holds transformational power for instructors as well as students. This session will explore the results of a 3-year research project that examined students’ engagement in learning during their participation in a negotiated curriculum. Session participants will hear how one faculty member implements this approach, reflect on the implementation constraints they would face in their own work with students, and explore students’ experiences with this pedagogy.
Session Format
Presentation
Location
Concurrent Session 9 (Scarborough 1)
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Thomas, Brenda, "A Negotiated Curriculum: Giving Students Choice and Voice" (2023). SoTL Commons Conference. 101.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2023/101
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons
A Negotiated Curriculum: Giving Students Choice and Voice
Concurrent Session 9 (Scarborough 1)
Implementing a negotiated curriculum entails sharing power with students by giving them the autonomy to make decisions of varying degrees about curriculum and pedagogical practices. It is a relational pedagogy that increases student agency and engagement, enhances inclusion and belonging, and models democratic dialogue. Teaching with students as partners rather than to students as objects holds transformational power for instructors as well as students. This session will explore the results of a 3-year research project that examined students’ engagement in learning during their participation in a negotiated curriculum. Session participants will hear how one faculty member implements this approach, reflect on the implementation constraints they would face in their own work with students, and explore students’ experiences with this pedagogy.
